Market Research Birdie Golfer

Part A


1) Identifying management decision problem statement and management research question:

Management decision problem statement:

In this research, the management has pointed out some management decision problem and in order to resolve the problem, the management first identifies the problem that occurs to develop Bridie Golfer. In this case, the company has to appoint a celebrity in order to endorse the golf club. In this regard, the management has not yet decided the name of a celebrity to endorse the golf club. In this regard, the quality of the celebrity is still not decided that match with the market where the management will operate. In this case, the gender of the celebrity, age of the celebrity is the matter to decide. In addition to that, it should be decided by the management whether the celebrity will have the knowledge of golf or not. The risk will also be discussed what kind of risk will be there is also the matter of decision that will be a problem to the management. In this regard, the management has decided three names of celebrity but how to proceed to communicate with the celebrity is the problem to the management.

Rationale:

In this case, the management has to work on the problems of the management otherwise it will be difficult for the management to develop the market of the golf club, in this case, a celebrity has to be appointed by the management in order to endorse the Birdie golfer. In effect of this, the management of the golf club will be able to develop the marketing communication plan by which the management can be able to attract more female golf player to the golf club. In addition to that, the management of the golf club can be able to compete with the other golf club in the market.

Management research question:

In order to conduct the research the management has to develop some question by solving the question the management can be able to identify the objective of the research. In this case, the research questions are:


  1. What will be a scheme of the membership who will come to the golf club to play?
  2. What will be the fees structure of the golf club?
  3. What will the market communication strategy?
  4. What will be the strategy in order to expand the golf club internationally?

Rationale:

In this case, the management will solve the research question in order to clarify the objective of the research. In this case, a clear objective is required in order to understand the business motive of the management. In addition to that, the management can be able to identify the aims of the business and the management will be able to achieve the objective of the business by solving the research question. Additionally, it will be easier for the management to expand their business by solving the research question and internationally they can be able to expand their business. In this case, the research objectives of the management are:


  1. In order to expand the business, the research is required.
  2. In order to adopt the proper business communication process, the research is required.

2) Research Methodology

In this case, the research designs are made on the golf club of Australia that is Birdie Golfer. While carrying out the research design, the primary research methods are carried out to get the real and relevant information. This golf club has increased the sporting culture in Australia. From the research, it has been estimated that more women golfers are prone in playing of golf as compared with the male golfers. In order to get more information, the researcher has conducted mixed research method (Taylor et al. 2015). In the mixed research method, the researcher can address properly both the qualitative and quantitative research method. In the qualitative method, the researcher can conduct an interview with female and male golfers of Birdie golfer in Australia. Moreover, Birdie Golfer has created an active sporting of golf and also covers suitable climate helps to increase the participants. In the quantitative research method, the researcher can get relevant information by conducting surveys in the community of Birdie Golfer. It has been also found by the researcher that main markets are based on the female golfers. From estimation, it has been found that the figures of the female golfers are increasing with the registered members of the golf club. In the qualitative analysis, a small group is made by the researcher and carried out the open-ended question while conducting of the interview. In the quantitative analysis is made by taking into proper groups and carried out a close-ended question while conducting a survey (Mackey and Gass, 2015). This survey data are transformed into the raw data to get the correct information. The real and realistic data can be only found by the researcher based on interview and survey. Moreover, the management can use celebrities to get the brand values in the products of golf. There rise many questions based on the promotion of golf club in the women of Australia.

Sampling Techniques:

There are basically two methods of sampling techniques used in the research study. These are probability and non-probability sampling techniques. The study can take the sample of 20 female and 10 male golf players to conduct the study. The correct approach helps in getting the better data for the study. The proper conducting of the sampling techniques helps to get the proper information on the number of people wanted to play the golf as an active sport. This sampling technique helps to know that the female golf players are more in number than the male golf players.

Data Analysis Techniques:

There are basically three processes while carrying out the data analysis techniques. These comprise mixed, qualitative and quantitative data analysis techniques. This study helps to conduct the mixed or triangulation methods for carrying out both the interview and survey (Silverman, 2016). Both the qualitative and quantitative research methods are carried out to get the real and realistic data. Moreover, the mixed research method helps to get the information for the female and male golf players.

Data Collection Methods:

Data are generally collected by two processes and these are primary and secondary data collection. Primary data are made by the collection of new or real formed data from surveyor interviews and secondary data are made from existing data that are obtained from the journal, books. In this study, the primary research methods are conducted to get the real data. The primary research methods are conducted to get the accurate information from interviews and survey (Glesne, 2015). The interview creates open-ended questions about the main causes of interest for playing golf for the female and male. The survey creates close-ended question from the golf players and also from the management of Birdie Golfer.

3) Focusing on the data-collection instrument on the questionnaire items:

In this study, the primary data collection is given more focus than secondary data collection. In the primary data collection, the research has conducted both the qualitative and quantitative research methods. In the qualitative research method, the interview is mainly focused and quantitative research method is conducted through a survey. The researcher has conducted both the process of interviews and survey (Cyr, 2016). The primary research methods are conducted in order to get real and relevant data. It also helps in the growth of the business while conducting the primary research methods. Moreover, the relevant information helps the researcher in getting exact data collection.


The instrument used in the data collection methods is a questionnaire. In both the research method, the interview and survey rise up a questionnaire from the management and golf players. The qualitative methods provide with the interview that forms an evidence or information (Schobel et al. 2014). In order to conduct the interview, there are certain types of properly conducting the interview. This interview belongs to semi-structured interview, unstructured and structured interview. Moreover, while conducting the interview, the main focus is made on the sampling techniques. While the interview is conducted with the small group then the proper sampling techniques help to complete the research work. The proper conducting of interview takes a lot of time to complete the research work.


The survey research work is conducted on the quantitative method. In order to conduct the survey, the researcher has to create groups or individuals. The survey research is an important process in which the researcher explains the programs in the group (Fusch and Ness, 2015). While conducting the survey research helps to get proper information or data from an exact place or locations. In this study, the location is Birdie Golfer in Australia that helps in conducting the survey research. The survey research work is suited more as compared to interview. Moreover, the survey research works take less time and the interviews take more time. The survey research works help to get the data at a particular location. The research work also helps in reducing the cost at the time of business expansion. The proper survey helps to know the cost-effectiveness required at the time of expansion of Birdie Golf club. The proper conducting of survey research helps to calculate the cost required in business expansion. In order to now the current trends in technology, the proper survey work helps in identify the technical aspects that are used in the business expansion. In the previous year, the company made scientific data to increase the market share at Australia. The proper research works also helps to know the rival company that also deals with the sport activity (Geijzendorffer et al.2015). The company has to know the rival company at the time of business expansion. The proper conducting of research helps the management to know about the structure and strategy of the business. The structure and strategy helps the business to expand in the local and also at international level. The marketing strategy helps in getting more golf players in the Birdie Golf club. The market strategy is obtained from the proper research work based on survey. Increasing number of players in golf club helps to gain more money.

Addressing the research objective:

The researcher has focused on the research objective in order to expand the business of Birdie Golfer.

1) The proper expansion of business work is highly required with research work. The research work helps to progress new opening of business in golf. While conducting the survey and interview helps in expanding the business in international level.

2) The management has to adopt new techniques in order to expand the business on a large scale in Australia. In this situation, the management of golf club has also introduced celebrity to make new competitive advantage by new planning. The management has introduced new marketing plan for the coming year and gets a major portion in the communication budget.

4) Limitations of the research design

The research has been based on the qualitative and quantitative data collected from different people. The data that has been collected here for the purpose is primary data. The collection process has been questioning people through open-ended and close-ended question. In this regard, it can be further stated that the quantitative analysis has been based on the answers derived from the close-ended question. In deriving concrete results and analyzing the data correctly statistical tools have been used. The limitation of this research design has been that the scope of correction of errors in the data if any is minimal. The accuracy of secondary is more than that of the primary data, this is because these data sets are generally processed several time and undergoes various filtration process (Atieno, 2009). This is problematic in case of primary data, as the filtration process is less stringent the probability of error contained in this data sets are more. This has the potential of portraying the facts in a faulty manner. In this regard the other limitation of the research that it has been evident here is that the research has been primarily city-based and have been clustered towards a certain section of the society, this has the potential of not revealing the true picture (Mackey. and Gass, 2015). The other limitation of this research design lie in the samples collected for the purpose and not being a complete enumeration, the possibility of choosing similar sample multiple times are common and this leads to a biased representation of data. In conducting the research it has been evident that communicating with people was a great problem. This has limited the research by a great deal. In this regard, the main barrier is the accent and the language. It can be further stated that the world is globalised it can be stated that people are multilingual and developing in any one particular language has posed difficulties for the interviewer and the interviewee. This has the potential to impact the research and in turn the company (Packard, 2008).


In this regard, the other limitation that has been evident has been the limitation of time and money. This has refrained research from taking place in a much structured and efficient way. Due to lack of time and money many sections of the country having potent golf players and a latent market for golf clubs could not be explored for this. In this regard, it can be further stated that have there been sufficient money all the cross sections could have been appropriately researched in finding the demand and the potent market. The other limitation of this research has been the lack of people and researchers having the knowledge of quantifying the data and the drawing the quantitative analysis. It has also been evident that in drawing the secondary data there have been difficulties in accessing them which have been a major drawback (Campbell and Stanley, 2015). In this regard, it can be stated that this has not allowed the data collected in this regard to be compared to that of other projects. This has been a major limitation for the research that has been conducted. The other limitation of this research has been that it has not been able to identify the appropriate target market for the product. This is due to the limitation of time and money which has barred it from investigating and discovering new and potential market. In this regard, it can be further stated that this has limited and concentrated the research to a certain area of the country.


Part B


Frequencies

Statistics

Unit materials - learning

N

Valid

196

Missing

0


Unit materials – learning

Frequency

Percent

Valid Percent

Cumulative Percent

Valid

.00

5

2.6

2.6

2.6

Not important

58

29.6

29.6

32.1

3.00

1

.5

.5

32.7

4.00

17

8.7

8.7

41.3

5.00

26

13.3

13.3

54.6

6.00

37

18.9

18.9

73.5

Very important

52

26.5

26.5

100.0

Total

196

100.0

100.0

market research birdie golfer

In this regard in analyzing this question, it has been evident that the sixth option has been the most favored option reflecting a percentage of 18.9 percent and reflecting a cumulative percentage of 73.5 %. In this regard, it can be stated that this has been the most obvious choice.

Descriptive

Descriptive Statistics

N

Minimum

Maximum

Mean

Std. Deviation

Unit materials – learning

196

.00

7.00

4.3112

2.50744

Valid N (listwise)

196


In this regard, it has been evident from here that the range has been in between 0 and 7. The observed mean has been 4.3122 and the deviation from the mean has been 2.5 in different instances. In this regard, it can be stated that there is considerable variation in the data.


T-TEST GROUPS=INTNL(1 2)
/MISSING=ANALYSIS
/VARIABLES=Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20
/CRITERIA=CI(.95).

T-Test


Group Statistics

International Student

N

Mean

Std. Deviation

Std. Error Mean

Unit materials - learning

International Student

152

4.0592

2.56888

.20836

Domestic Student

40

5.1250

2.17430

.34379

Unit materials - knowledge and skills

International Student

152

4.0724

2.37007

.19224

Domestic Student

40

4.9250

2.04297

.32302

Teaching methods - help to learn

International Student

152

4.3882

2.42517

.19671

Domestic Student

40

5.3000

2.16262

.34194

Topics and content

International Student

152

4.8684

2.62359

.21280

Domestic Student

40

5.4500

2.40672

.38054

Assessment tasks

International Student

152

4.8684

2.61601

.21219

Domestic Student

40

5.5250

2.44936

.38728

Guidelines and criteria

International Student

152

6.1908

1.43159

.11612

Domestic Student

40

5.8500

2.00704

.31734

Requirement of overall assessment program

International Student

151

5.7748

1.13239

.09215

Domestic Student

40

6.0000

1.13228

.17903

Resources - help to learn

International Student

152

6.1316

.88163

.07151

Domestic Student

40

5.8875

.88786

.14038

Feedback from students used

International Student

152

5.3421

1.80546

.14644

Domestic Student

40

5.9750

.80024

.12653

Overall importance of unit

International Student

152

5.4079

1.43446

.11635

Domestic Student

40

5.5750

1.00989

.15968

Teaching staff - understanding expectations

International Student

152

5.7237

1.52332

.12356

Domestic Student

40

5.7500

1.42775

.22575

Teaching staff - class atmosphere

International Student

152

5.6447

1.64138

.13313

Domestic Student

40

6.1250

1.09046

.17242

Teaching staff - friendly, enthusiastic, helpful

International Student

152

6.3224

.78565

.06372

Domestic Student

40

6.3000

.72324

.11435

Teaching staff - genuine interest

International Student

152

5.8355

1.10054

.08927

Domestic Student

40

6.0500

.95943

.15170

Teaching staff - feedback

International Student

152

6.2171

.89825

.07286

Domestic Student

40

6.4750

.78406

.12397

Teaching staff - developing knowledge, understanding and skills

International Student

152

5.9737

1.09754

.08902

Domestic Student

40

6.4250

.81296

.12854

Use of T&L resources and aids

International Student

152

6.0724

.98399

.07981

Domestic Student

40

6.0250

1.07387

.16979

Use of student feedback to improve teaching

International Student

152

5.7566

1.07344

.08707

Domestic Student

40

6.0750

.76418

.12083

Teaching, learning and assessment tasks used to help students learn

International Student

152

5.7105

.90350

.07328

Domestic Student

40

5.6250

1.16987

.18497

Overall importance of teaching

International Student

152

6.0066

.97991

.07948

Domestic Student

40

6.2500

.86972

.13751


It has been apparent from this section that the mean has been in between 4 and 7 and the standard deviation among all the data sets have been in-between 0 and 3.


Independent Samples Test

Levene's Test for Equality of Variances

t-test for Equality of Means

F

Sig.

T

df

Sig. (2-tailed)

Mean Difference

Std. Error Difference

95% Confidence Interval of the Difference

Lower

Upper

Unit materials - learning

Equal variances assumed

9.301

.003

-2.406

190

.017

-1.06579

.44301

-1.93965

-.19193

Equal variances not assumed

-2.651

70.459

.010

-1.06579

.40200

-1.86746

-.26412

Unit materials - knowledge and skills

Equal variances assumed

10.312

.002

-2.080

190

.039

-.85263

.40991

-1.66120

-.04406

Equal variances not assumed

-2.268

69.273

.026

-.85263

.37590

-1.60247

-.10279

Teaching methods - help to learn

Equal variances assumed

5.664

.018

-2.162

190

.032

-.91184

.42181

-1.74387

-.07981

Equal variances not assumed

-2.311

67.184

.024

-.91184

.39448

-1.69919

-.12449

Topics and content

Equal variances assumed

3.832

.052

-1.268

190

.206

-.58158

.45858

-1.48614

.32298

Equal variances not assumed

-1.334

65.551

.187

-.58158

.43600

-1.45218

.28903

Assessment tasks

Equal variances assumed

1.627

.204

-1.431

190

.154

-.65658

.45895

-1.56188

.24872

Equal variances not assumed

-1.487

64.429

.142

-.65658

.44160

-1.53866

.22550

Guidelines and criteria

Equal variances assumed

4.673

.032

1.224

190

.223

.34079

.27847

-.20850

.89008

Equal variances not assumed

1.008

49.911

.318

.34079

.33792

-.33797

1.01955

Requirement of overall assessment program

Equal variances assumed

.006

.937

-1.118

189

.265

-.22517

.20136

-.62238

.17205

Equal variances not assumed

-1.118

61.285

.268

-.22517

.20135

-.62776

.17743

Resources - help to learn

Equal variances assumed

2.200

.140

1.556

190

.121

.24408

.15690

-.06541

.55356

Equal variances not assumed

1.549

60.808

.127

.24408

.15755

-.07098

.55913

Feedback from students used

Equal variances assumed

10.260

.002

-2.159

190

.032

-.63289

.29319

-1.21122

-.05457

Equal variances not assumed

-3.270

145.863

.001

-.63289

.19353

-1.01538

-.25040

Overall importance of unit

Equal variances assumed

.693

.406

-.692

190

.490

-.16711

.24136

-.64319

.30898

Equal variances not assumed

-.846

85.204

.400

-.16711

.19757

-.55992

.22570

Teaching staff - understanding expectations

Equal variances assumed

.004

.947

-.098

190

.922

-.02632

.26730

-.55358

.50095

Equal variances not assumed

-.102

64.374

.919

-.02632

.25735

-.54037

.48774

Teaching staff - class atmosphere

Equal variances assumed

.939

.334

-1.750

190

.082

-.48026

.27445

-1.02162

.06110

Equal variances not assumed

-2.205

91.014

.030

-.48026

.21784

-.91297

-.04756

Teaching staff - friendly, enthusiastic, helpful

Equal variances assumed

.025

.876

.163

190

.871

.02237

.13741

-.24868

.29341

Equal variances not assumed

.171

65.355

.865

.02237

.13091

-.23905

.28379

Teaching staff - genuine interest

Equal variances assumed

.400

.528

-1.125

190

.262

-.21447

.19069

-.59062

.16167

Equal variances not assumed

-1.218

68.561

.227

-.21447

.17601

-.56565

.13671

Teaching staff - feedback

Equal variances assumed

.028

.868

-1.657

190

.099

-.25789

.15567

-.56497

.04918

Equal variances not assumed

-1.793

68.484

.077

-.25789

.14379

-.54480

.02901

Teaching staff - developing knowledge, understanding and skills

Equal variances assumed

.445

.505

-2.429

190

.016

-.45132

.18578

-.81778

-.08485

Equal variances not assumed

-2.886

80.596

.005

-.45132

.15636

-.76244

-.14019

Use of T&L resources and aids

Equal variances assumed

.245

.621

.266

190

.791

.04737

.17826

-.30424

.39898

Equal variances not assumed

.252

57.414

.802

.04737

.18762

-.32827

.42301

Use of student feedback to improve teaching

Equal variances assumed

6.963

.009

-1.761

190

.080

-.31842

.18084

-.67514

.03830

Equal variances not assumed

-2.138

84.157

.035

-.31842

.14893

-.61458

-.02227

Teaching, learning and assessment tasks used to help students learn

Equal variances assumed

3.546

.061

.499

190

.618

.08553

.17134

-.25245

.42350

Equal variances not assumed

.430

51.874

.669

.08553

.19896

-.31374

.48479

Overall importance of teaching

Equal variances assumed

.249

.618

-1.429

190

.155

-.24342

.17030

-.57934

.09250

Equal variances not assumed

-1.533

67.465

.130

-.24342

.15883

-.56041

.07357


It has been evident from the above part and in conducting the T-test that it is a multivariate case and there is a huge variation in the groups of data that has been collected. It has been evident that as the variation in the data groups is enormous it provides a highly robust T-test.

ANOVA

Sum of Squares

Df

Mean Square

F

Sig.

Unit materials - learning

Between Groups

729.444

3

243.148

94.014

.000

Within Groups

496.571

192

2.586

Total

1226.015

195

Unit materials - knowledge and skills

Between Groups

666.277

3

222.092

109.181

.000

Within Groups

390.559

192

2.034

Total

1056.837

195

Teaching methods - help to learn

Between Groups

786.604

3

262.201

161.914

.000

Within Groups

310.921

192

1.619

Total

1097.526

195

Topics and content

Between Groups

1036.089

3

345.363

271.883

.000

Within Groups

243.890

192

1.270

Total

1279.980

195

Assessment tasks

Between Groups

981.371

3

327.124

199.253

.000

Within Groups

315.216

192

1.642

Total

1296.587

195

Guidelines and criteria

Between Groups

147.872

3

49.291

29.083

.000

Within Groups

325.408

192

1.695

Total

473.281

195

Requirement of overall assessment program

Between Groups

3.201

3

1.067

.846

.470

Within Groups

240.871

191

1.261

Total

244.072

194

Resources - help to learn

Between Groups

2.361

3

.787

1.001

.394

Within Groups

150.949

192

.786

Total

153.310

195

Feedback from students used

Between Groups

8.295

3

2.765

1.016

.387

Within Groups

522.455

192

2.721

Total

530.750

195

Overall importance of unit

Between Groups

13.931

3

4.644

2.570

.056

Within Groups

346.942

192

1.807

Total

360.872

195

Teaching staff - understanding expectations

Between Groups

34.988

3

11.663

5.581

.001

Within Groups

401.257

192

2.090

Total

436.245

195

Teaching staff - class atmosphere

Between Groups

10.192

3

3.397

1.429

.236

Within Groups

456.477

192

2.377

Total

466.668

195

Teaching staff - friendly, enthusiastic, helpful

Between Groups

.136

3

.045

.075

.973

Within Groups

115.308

192

.601

Total

115.444

195

Teaching staff - genuine interest

Between Groups

1.469

3

.490

.420

.739

Within Groups

223.689

192

1.165

Total

225.158

195

Teaching staff - feedback

Between Groups

3.220

3

1.073

1.404

.243

Within Groups

146.780

192

.764

Total

150.000

195

Teaching staff - developing knowledge, understanding and skills

Between Groups

3.532

3

1.177

1.056

.369

Within Groups

213.994

192

1.115

Total

217.526

195

Use of T&L resources and aids

Between Groups

3.072

3

1.024

1.026

.382

Within Groups

191.622

192

.998

Total

194.694

195

Use of student feedback to improve teaching

Between Groups

3.430

3

1.143

1.116

.344

Within Groups

196.672

192

1.024

Total

200.102

195

Teaching, learning and assessment tasks used to help students learn

Between Groups

.524

3

.175

.183

.908

Within Groups

183.043

192

.953

Total

183.566

195

The overall importance of teaching

Between Groups

3.406

3

1.135

1.235

.298

Within Groups

176.446

192

.919

Total

179.852

195


ANOVA is the statistical model used to analyze the difference between the group averages. In this regard, it can be stated that the different question s have been considered as samples. In this regard, it can be stated that there is a huge difference in the group. Here it has been evident that many of the samples have failed the five percent significance level test.

Correlations

Descriptive Statistics

Mean

Std. Deviation

N

Unit materials - learning

4.3112

2.50744

196

Unit materials - knowledge and skills

4.2959

2.32802

196

Teaching methods - help to learn

4.5867

2.37241

196

Topics and content

5.0102

2.56203

196

Assessment tasks

5.0459

2.57860

196

Guidelines and criteria

6.1378

1.55791

196

The requirement of the overall assessment program

5.8256

1.12165

195

Resources - help to learn

6.0995

.88668

196

Feedback from students used

5.4643

1.64979

196

The overall importance of unit

5.4745

1.36038

196

Teaching staff - understanding expectations

5.7551

1.49571

196

Teaching staff - class atmosphere

5.7704

1.54699

196

Teaching staff - friendly, enthusiastic, helpful

6.3316

.76943

196

Teaching staff - genuine interest

5.9031

1.07455

196

Teaching staff - feedback

6.2857

.87706

196

Teaching staff - developing knowledge, understanding and skills

6.0867

1.05618

196

Use of T&L resources and aids

6.0816

.99921

196

Use of student feedback to improve teaching

5.8265

1.01300

196

Teaching, learning and assessment tasks used to help students learn

5.7194

.97024

196

The overall importance of teaching

6.0765

.96037

196


From here it can be concluded that there is a certain degree of positive correlation between the mean of all the samples. Otherwise, there has been great deviation among the variables. In this regard, it can be further stated that the different variable that we have worked with has different levels of dependencies and different levels of significance on one another.

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